Assessment and Critique CH 5 FAA-H8083-9A

Question 1

Purpose of assessment?

Answer 1

To provide both instructor and student with information on how the student’s learning is progressing. Providing specific guidance on how to improve performance. Contributing to the development of aeronautical decision making by helping the student to develop the ability to evaluate themselves.

Question 2

General characteristics of effective assessment?

Answer 2

Flexible
Acceptable
Thoughtful

Comprehensive
Constructive
Objective
Well-Organized
Specific

Question 3

Objective

Answer 3

Focused on student performance, not instructor opinions or biases.

Question 4

Flexible

Answer 4

Assessment is designed and executed so the instructor can allow for variables.

Question 5

Acceptable

Answer 5

The student must be willing to accept instructors assessment. Assessments must be presented fairly, with authority, conviction, sincerity, and from a position of recognizable competence.

Question 6

Comprehensive

Answer 6

Not necessarily a long assessment. Instructor determines if the greatest benefit comes from covering few major points or a number of minor points. Covers strengths as well as weaknesses.

Question 7

Constructive

Answer 7

Must benefit the student. Providing guidance toward a higher level of performance.

Question 8

Organized

Answer 8

Must be organized in a logical way. May break the whole into parts or build parts into the whole.

Question 9

Thoughtful

Answer 9

Reflects the instructor’s thoughtfulness toward the student’s need for self-esteem, recognition, and approval. The instructor should try to deliver criticism in private.

Question 10

Specific

Answer 10

Instructor’s comments and recommendations should be specific. Students should know exactly how to improve.

Question 11

Traditional assessment

Answer 11

Multiple choice, T/F, matching tests. Evaluates students rote level of learning.

Question 12

Authentic assessment

Answer 12

Uses real-world tasks/scenarios to allow the student to exhibit in-depth knowledge. Showing learning at the correlation or application levels of learning.

Question 13

Oral assessment

Answer 13

Direct or indirect oral questioning. Fact base (who, what, when, where) or HOTS based (why, how). Checks instructor effectiveness, student retention, reviews material, emphasizes important points, identifies points that need emphasis, checks comprehension, promotes active participation.

Question 14

Characteristics of effective questions

Answer 14

• Apply to the subject of instruction.
• Brief and concise, clear and definite.
• Adapted to the ability, experience, and stage of training of the students.
• Center on only one idea (limited to who, what, when, where, how, or why, not a combination).
• Challenge to the students.

Question 15

Types of questions to avoid

Answer 15

Puzzle
Oversize
Bewilderment
Trick questions
Irrelevant questions

Question 16

Choosing an Effective Assessment Method

Answer 16

• First, determine level-of-learning objectives.
• Second, list indicators of desired behaviors.
• Third, establish criterion objectives.
• Fourth, develop criterion-referenced test items

Question 17

Types of Critique

Answer 17

a. Instructors/student critique.
b. Student-lead critique.
c. Small group critique.
d. Individual student critique by another student.
e. Self-critique.
f. Written critique.

Question 18

Collaborative Assessment

Answer 18

Replay-ask the student to verbally replay the flight or procedure
Reconstruct- have the student identify the key things that he or she would have, could have, or should have done differently during the flight or procedure.
Reflect- reflect on the events. For example:
• What was the most important thing you learned
today?
• What part of the session was easiest for you? What
part was hardest?
• Did anything make you uncomfortable? If so, when
did it occur?
• How would you assess your performance and your
decisions?
• Did you perform in accordance with the PTS?Redirect-relate lessons learned in this session to other experiences.
Questions:
• How does this experience relate to previous
lessons?
• What might be done to mitigate a similar risk in a
future situation?
• Which aspects of this experience might apply to
future situations, and how?
• What personal minimums should be established, and
what additional proficiency flying and/or training might
be useful?

Question 19

Maneuver or Procedure “Grades”

Answer 19

Describe
Explain
Practice
Perform
Not observed

Question 20

Single-Pilot Resource Management (SRM) “Grades”

Answer 20

Explain
Practice
Manage-Decide

Question 21

Explain

Answer 21

the student can verbally identify, describe, and understand the risks inherent in the flight scenario, but needs to be prompted to identify risks and make decisions.

Question 22

Practice

Answer 22

the student is able to identify, understand, and apply SRM principles to the actual flight situation. Coaching, instruction, and/or assistance quickly corrects minor deviations and errors identified by the instructor. The student is an active decision maker.

Question 23

Manage-Decide

Answer 23

the student can correctly gather the most important data available both inside and outside the flight deck, identify possible courses of action, evaluate the risk inherent in each course of action, and make the appropriate decision. Instructor intervention is not required for the safe completion of the flight.

Question 24

Describe

Answer 24

at the completion of the scenario, the student is able to describe the physical characteristics and cognitive elements of the scenario activities, but needs assistance to execute the maneuver or procedure successfully.

Question 25

Perform

Answer 25

at the completion of the scenario, the student is able to perform the activity without instructor assistance. The student will identify and correct errors and deviations in an expeditious manner. At no time will the successful completion of the activity be in doubt. (“Perform” is used to signify that the student is satisfactorily demonstrating proficiency in traditional piloting and systems operation skills).

Question 26

Not observed

Answer 26

any event not accomplished or required.

Question 27

Instructor/Student Critique

Answer 27

The instructor leads a group discussion in an instructor/student critique in which members of the class are invited to offer criticism of a performance. This method should be controlled carefully and directed with a clear purpose. It should be organized, and not allowed to degenerate into a random free-for-all.

Question 28

Student-Led Critique

Answer 28

The instructor asks a student to lead the assessment in a student-led critique. The instructor can specify the pattern of organization and the techniques or can leave it to the discretion of the student leader. Because of the inexperience of the participants in the lesson area, student-led assessments may not be efficient, but they can generate student interest and learning and, on the whole, be effective.

Question 29

Small Group Critique

Answer 29

class is divided into small groups, each assigned a specific area to analyze. Each group must present its findings to the class. It is desirable for the instructor to furnish the criteria and guidelines. The combined reports from the groups can result in a comprehensive assessment.

Question 30

Individual Student Critique by Another Student

Answer 30

The instructor may require another student to present the entire assessment. A variation is for the instructor to ask a number of students questions about the manner and quality of performance. Discussion of the performance and of the assessment can often allow the group to accept more ownership of the ideas expressed. As with all assessments incorporating student participation, it is important that the instructor maintain firm control over the process.

Question 31

Self-Critique

Answer 31

A student critiques personal performance in a self-critique. Like all other methods, a self-critique must be controlled and supervised by the instructor.

Question 32

Written Critique

Answer 32

A written critique has three advantages. First, the instructor can devote more time and thought to it than to an oral assessment in the classroom. Second, students can keep written assessments and refer to them whenever they wish. Third, when the instructor requires all students to write an assessment of a performance, the student-performer has the permanent record of the suggestions, recommendations,and opinions of all the other students. The disadvantage of a written assessment is that other members of the class do not benefit.